Examines how current education reform reports reflect arts and humanities education. Maintains that the reports are marginalizing the arts and are advocating a back-to-basics approach. Points out that National Endowment for the Arts (NEA) tried to overcome this trend by introducing "basic arts education." (KM)

Contends that, in an age of decreased educational funding, it is more likely that art teachers must work with administrators who have little or no art training. Asserts that art teachers must educate the administrators about the value of educational art programs. Provides suggested strategies to accomplish this goal. (CFR)

Contends that for many years art has been considered a frill that has no educational value in a school's curriculum. Maintains that educating other teachers, administrators, and parents regarding the definition of art education is one way to eliminate this notion. Provides recommended strategies for achieving this goal. (CFR)

Describes the development and impact of a fine arts high school graduation requirement. Discusses how music, drama, and art teachers relinquished some of their independence to form a fine arts department. Includes six strategies that might be used to institute a fine arts graduation requirement in other schools. (CFR)

Asserts that the current national standards movement is a broadly based discussion and debate about what art educators hope to and should accomplish through their work. Reviews the origins and process of developing national art education standards. (CFR)

Contends that to realize their leadership potential art teachers must forge connections with the community. Discusses three connections and argues that they are crucial to increased participation of all students and teachers in viable art education programs. (CFR)

Argues for placing art education at the center of a radically reconstituted liberal arts curriculum. This curriculum would elevate aesthetic education (music, dance, art) to the same level as the more traditional subjects. Calls for a thorough integration of these subjects with an emphasis on experiential learning. (MJP)

Reprints the 1978 article as a representative example of thinking about art education during the 1970s. Provides a thorough overview of the state of art education at that time. Considers educational policies, national programs, conflicting philosophies, and cultural factors. Concludes with 10 recommendations for improving art education. (MJP)

Asserts that the visual arts can play a unique role in reshaping education to address cultural diversity. Contends that models of multicultural education offer many alternatives for teachers. Concludes that continual inservice training is necessary to respond to constantly changing school populations. (CFR)